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1.
Research has explored multicultural teacher education from multiple, sometimes divergent perspectives; yet, these studies agree that what passes for multicultural education fails to address issues of educational inequity. This paper is part of a larger evaluation study of Reduction of Stigma in Schools (RSIS) – a professional development program aiming to empower educators to create affirming environments for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) youth. Interview data indicate that though workshops utilized a critical approach, what teachers embraced was a call to understand and “protect” LGBTQ students through the “safety” discourse – a form of understanding and valuing the “cultural other” – and investment in one time “visibility” or “celebration” events as symbols of improved school climate. Further, educators framed LGBTQ issues as “risk” issues rather than as equity issues, which continue to mark LGBTQ students as “victims” or “problems” in need of saving or solving. We posit that responses to RSIS content reflect educators’ understanding of their obligation to “diversity” as presented during their teacher preparation programs and that workshop content which resonated with them was that which they could easily fit into these familiar frameworks. 相似文献
2.
Vanda Lucia Zammuner 《European Journal of Psychology of Education - EJPE》1991,6(2):243-256
This study reports on grade 4 children’s (Ss) knowledge of constraints and characteristics of persuasive written requests (RQ).
- All Ss wrote a first RQ asking money to improve their computer lab.
- Experimental (E) and control (C) Ss evaluated 4 different RQ.
- selected and ordered, out of 30 scrambled sentences, those appropriate for a “good” RQ.
- A week later, E Ss had a collective “training discussion” on requests.
- A week later, E and C Ss wrote a second RQ asking money for their science lab.
3.
Dean Barker 《Quest (Human Kinetics)》2013,65(4):415-427
Teamwork is often seen as an inseparable part of sport. Other than work done by sport psychologists, however, the topic has received scant attention. The broad aim of this article is to stimulate discussion on the topic. Specifically, I examine how we can think about and “do” teamwork in an alternative way to that presented in current psychological literature. I illustrate how a psychologistic model of teamwork—teamwork as cohesion—is based on a positivist metaphor and argue that this is simply one possible interpretation. I then propose a different metaphor that has its roots in constructionist thought. I suggest that this constructionist metaphor leads to alternative research questions and methodologies and helps us to understand teamwork more wholly. 相似文献
4.
政党是当今世界各国政治舞台的主角,是现代政治的一个基本构成要素和重要活动主体,任何一种现代政治制度的运作都必须以政党为依托。探索政党执政规律是政治学研究重要课题,研究当代政党政治运行机制是其中一个重要方面。从制度、体制、机制概念入手,简析政治运行机制将核心概念政党政治运行机制引出。依据近年来学者们对政党政治运行机制研究的视角、内容做线性梳理和扼要评析,以期把握研究发展趋势并供参考与借鉴。 相似文献
5.
The effects of digital storytelling on student achievement,social presence,and attitude in online collaborative learning environments 总被引：1，自引：0，他引：1
Chang Woo Nam 《Interactive Learning Environments》2017,25(3):412-427
This study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The “digital storytelling-based online collaborative learning (DST-OCL)” and the “general online collaborative learning (G-OCL)” groups received subsequent associated skills training. The overall results indicated that after each group took part in the treatment during online collaborative learning activities, the “DST-OCL” groups had significantly higher social presence than the “G-OCL” groups. Specifically, using “DST-OCL” strategies was significantly more effective than using “G-OCL” strategies for improving the “online communication,” “interactivity,” and “privacy” components of students’ social presence in online collaborative learning environments. There was no significant difference between the two groups regarding student achievement and attitude. The findings of this study offer an insight into methods for using digital storytelling as an instructional strategy for improving online collaborative learning effectiveness. 相似文献
6.
Research into parental homework-related experiences has predominantly focused on parental attitudes to homework. This research has shown that parental attitudes can affect the formation of attitudes in children and subsequently their academic success. Most research has focused on a secondary school context, but there is still a lack of knowledge within primary school contexts. The present study qualitatively investigated parental homework-related experiences in a Scottish primary school context and the factors influencing these experiences, using the Theory of Planned Behaviour as a framework. Semi-structured interviews were conducted with 13 Scottish parents (12 mothers, mean age [M] = 35, standard deviation [SD] = 2.7; and one father, age = 38 years) and were analysed using a hybrid approach to Thematic Analysis. The three themes identified were: “theory of planned behaviour”, “factors influencing parental control” and “coping mechanisms”. Parents provided help with homework regardless of their attitude to homework but their homework experience was influenced by factors encountered during homework and the coping mechanisms adopted. 相似文献
7.
Thomas Töpfer 《Zeitschrift für Erziehungswissenschaft》2016,19(1):83-99
Research in educational history has opened itself up increasingly in the past years to questions related to “space” The focus of this essay is on the current research category “educational space” and the related concept of “educational landscapes”. Both concepts are presented, beginning with a comparison of similarities and differences from an early modern historical perspective and ending with an analysis of different epochs. The study also expands upon influences of the concept of cultural transfer on the concepts of “educational space” and “educational landscape” and presents a current research project on early modern educational history using both categories. 相似文献
8.
Aaron Koh 《Discourse: Studies in the Cultural Politics of Education》2007,28(2):179-195
Research on the Association of Southeast Asian Nations (ASEAN) has hitherto attracted scholarly attention and debate by both regional and international scholars working in area studies, such as international relations and Asia-Pacific/Southeast Asia studies. Confined to area studies, scholarly research on ASEAN is limiting because the parameters of research are invariably locked into issues related to economics, politics, security, and trade development in and around the region. Notably, education has been an under-researched topic. On the cusp of its 40th anniversary ASEAN envisages the formation of an ASEAN identity and socio-cultural community. As a point of departure from area studies, this paper engages in “regionalist thinking” about ASEAN, education and identity making. This “regionalist thinking” is, however, only thinkable and imaginable with reference to the “global,” because as a region ASEAN, whether perceived in geographical or in spatial terms, is part of the global sphere in which it is embedded. I argue in this paper that while historically education and schooling are directly related to the imaginaries of nation building and national identity making, the call for the creation of an ASEAN identity and the formation of a socio-cultural community requires that nation states in the region deparochialize education and redesign pedagogies that “teach and learn beyond the nation.” 相似文献
9.
In 2008 the Asia New Zealand Foundation commissioned a three-year project examining Asia-born New Zealand-educated business graduates' study to work transitions. Data were collected through annual online surveys and in-depth interviews. Graduates were asked to discuss their post-study experiences, reflections on studying in New Zealand, and perceptions of their New Zealand business education. Participants included 171 (phase one), 76 (phase two) and 41 (phase three) students and recent graduates. All except one were based in New Zealand or the Asia region. In this paper we draw on “engaged pedagogy” and “functional capabilities” perspectives to consider phase two and three participants' accounts of their study to work transition pathways. Specifically, we examine two “functional capabilities” that participants discussed in relation to their post-study experiences: having economic opportunities and developing a sense of affiliation. We highlight some barriers to each “capability” that emerged in participants' accounts and consider how participants envisaged their role in fostering ongoing Asia-New Zealand connections. We conclude with some suggested implications for policy and practice in New Zealand and in internationalized HE more generally. 相似文献
10.
With the emergence of neo‐conservative and neo‐liberal ideologies since the early eighties the formula “quality” has superseded continuously the leitmotif “equality of educational opportunities” in debates on education in most member states of OECD—initially as reaction against reforms in the secondary sector of education, then in higher education by focusing on economic and administrative aspects. Although the term “quality” has remained rather vague, it has dominated debates on education since the early nineties and some observers even speak of a “quality movement”. With a certain delay, the same applies to teacher education (TE) and one may hold the impression that TE has been surprised by discussions on “quality in/of TE” which focus on economic and administrative aspects—aspects suppressed in most systems of TE in the member states of the European Union (EU) so far. This article analyses the complex background of debates on “quality in TE” by focusing on sociological perspectives and arguments of the educational sciences. Then it defines problem areas of TE which seem to be in need of improvement. Thirdly, it discusses measures to deal with perceived problems by taking into account experiences in various European countries discussed on occasion of an all‐European seminar of experts supported by the Commission of the European Union. In dynamic societies even preserving the existing “quality” of education systems and TE calls for permanent improvement. If it is intended to increase the “quality” of TE, improvements seem to be indispensable both permanently and of a substantial nature. Based on existing strength of TE and on continuous evaluation, improvements and reforms will be necessary both in its curricula (e.g. aims contents, methodologies) and in its organisational as well as administrative areas. Research in TE as well as competencies of teacher educators will have to play crucial roles. It might become possible to deal with a suppressed theme more pro‐actively. 相似文献
11.
“设计学及其研究方法”是设计学硕士的专业必修课,通过对“设计学及其研究方法”课程教学内容的深入挖掘,结合哈尔滨工程大学“三海一核”的办学特色、设计学学科的专业特色和人才培养要求,并依据《高等学校课程思政建设指导纲要》,首先确定其课程思政育人目标;然后制订课程思政教学实践计划;随后进行了以“田野考察法”一课为例的课程思政教学实践,包括明确课程目标、制定课程思政策略、设计教学实施流程、确定课程考核评价四个环节;最后在初步实现课程知识点与思想政治教育结合的基础上,提出课程思政持续建设规划。 相似文献
12.
Prof. Dr. Reinhold Nickolaus Dipl.-Gwl. Annette Gönnenwein Dipl.-Gwl. Cordula Petsch 《Zeitschrift für Erziehungswissenschaft》2010,13(1):39-58
In this article the results of transfer research, which were acquired in the context of pilot programs, will be presented. The problem of transfer gained special attention in relation to pilot projects during the late 1980s and was one of the major reasons for a change of focus from financing pilot projects to financing pilot programs. However, in research the transfer problem has not as yet gained the attention it deserves. Reliable conclusions on the effects of the great variety of available transfer concepts are rare. The selected results of the transfer program “Transfer 21” that are presented in this article, however, exemplify some positive effects. 相似文献
13.
Toward a durable prevalence of scientific conceptions: Tracking the effects of two interfering misconceptions about buoyancy from preschoolers to science teachers 
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下载免费PDF全文 《科学教学研究杂志》2017,54(9):1121-1142
14.
Michael D. Petkovich Robert D. Tennyson 《Educational technology research and development : ETR & D》1985,33(2):146-146
In the Winter 1983 issue of Review of Educational Research, Richard Clark published the article “Reconsidering Research on Learning from Media.” This article presented a particular point of view on media research that is of interest to educational technologists and has aroused some debate. In the Winter 1984 issue of ECTJ, Petkovich and Tennyson took issue wfth some of Clark’s points. Clark’s reply to that critique followed immediately after ft in the same publication (Volume 32, No.4. Winter 1984). Petkovich and Tennyson now add “A Few More Thoughts…” 相似文献
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16.
内涵式发展是高等教育现代化和建设教育强国的应有之义,而“双一流”建设是实现内涵式发展的关键路径。本文考察“双一流”建设前后我国高等教育内涵式发展水平的时空演进特征及区域发展异质性。研究发现:(1)“双一流”建设促进高等教育内涵式发展效果较明显,其中服务社会子系统贡献最大,但内涵式发展水平整体偏低,发展不充分现象犹存;(2)“双一流”建设并未有效缓解高等教育内涵式发展的区域失衡问题,东部内部、东-西区域间发展不平衡程度尤为突出,区域间不平衡是主要成因;一流高校和一流学科分布均存在东强中西弱的“撕裂现象”。鉴于此,应分类推进“双一流”高校的内涵式发展;引导高教资源流向中西部;优化“双一流”建设成效评价体系,引导高校主动服务国家需求、争创世界一流。 相似文献
17.
Nancy Cartwright 《Educational Research and Evaluation》2019,25(1-2):63-80
ABSTRACTAcross the evidence-based policy and practice (EBPP) community, including education, randomised controlled trials (RCTS) rank as the most “rigorous” evidence for causal conclusions. This paper argues that that is misleading. Only narrow conclusions about study populations can be warranted with the kind of “rigour” that RCTs excel at. Educators need a great deal more information to predict if a programme will work for their pupils. It is unlikely that that information can be obtained with EBPP-style rigour. So, educators should not be overly optimistic about success with programmes that have been “rigorously” tested. I close with a plea to the EBPP community to take on the job of identifying and vetting the information educators need in practice. 相似文献
18.
Timothy Sahaja Davis 《Educational Psychology in Practice》2012,28(1):31-46
Research has been carried out on the application of “mindfulness” to a number of different populations in varying contexts, some of which traverse the field of educational psychology. This discussion paper explores what is understood as mindfulness and outlines the breadth of its application. As well as more extensive research into the use of mindfulness with adults in clinical settings, there has been initial research carried out in the use of Mindfulness-Based Approaches (MBA) with children and parents. MBA have also been used within therapy and coaching which has some similarity to educational psychology consultation with teachers and parents. This paper proposes that the future role of MBA within educational psychology might be one of cautious use by practitioners and the development of a greater body of evidence relating to efficacy in this field. 相似文献
19.
《Teaching and Teacher Education》2001,17(4):383-402
In this paper, I relate concepts from research (mainly psychological) on intersubjectivity to problems emerging in designing classroom learning environments by considering one of my undergraduate teacher education classrooms, which I designed to run according to an educational philosophy of “community of learners”, and I consider the issues emerging from these efforts. It seems that the notion of intersubjectivity is helpful both for understanding difficulties one can face with a teaching design for a “community of learners” classroom and for improving such a design. I consider three aspects of intersubjectivity corresponding to the teaching design difficulties described here: (1) intersubjectivity as having something in common, (2) intersubjectivity as coordination of participants’ contributions, and (3) intersubjectivity as human agency. The paper is limited to the issues of internal teaching design and does not address institutional constraints. 相似文献
20.
Whilst within universities, research on rather than with children/pupils is a well-established methodology, this paper reports on teachers’ responses to a schools and university-based partnership project, ‘Pupils as Research Partners in Primary (PARPP), which works to co-create pupil-led research opportunities for pupils in research projects informed by pupils’ experiences in primary schools. A previous paper, French and Hobbs, [(2017). “‘So How Well Did It Really Go’? Working with Primary School Pupils as Project Evaluators: A Case Study.” TEAN Journal 9 (1): 56–65] reported on how one PARPP project had a beneficial effect on pupils and their school environment. For this paper the project team interviewed a number of teachers whose pupils in the partner schools were involved in the pilot study phase of the project. Specifically, the teachers were interviewed to ascertain if the involvement of pupils, as lead researchers in projects exploring various aspects of the school environment, had impacted on their perceptions of pupil-led research. Findings suggest that the experiences of teachers in schools where PARPP projects had taken place had led them to re-evaluate the practicality and desirability of encouraging pupils to actively to research their school environments. 相似文献